Tag Archives: TaLe

Stage 3 students will be undertaking a Guided Inquiry exercise this term on the topic of Antarctica. For most classes, the science & technology aspects will be part of the work taught by Ms Stockton, the RFF (Release-from-Face-to-Face) teacher, so the library sessions will emphasise the achievement of HSIE (Human society & its environment) outcomes, and will complement the field knowledge being developed in S&T.

The following useful resources were invaluable the last time the curriculum cycle visited “Antarctica”.

As with last year’s Guided Inquiry units, the brief clips and links will be discussed and consolidated after considering the students’ “Plus, minus, interesting” matrices, which will continue to develop the students’ note-taking skills.

Once again exploring TaLe, in the quest to find engaging learning objects for the IWB to support Stage 2 in their HSIE unit, “Who will buy?”, I found this:

Buds (Code X01DA), in which the students help a farmer to win an award for business innovation. Players must start out by farming fresh flowers and selling them. The students are encouraged to think creatively to find new market opportunities and meet demand. They decide when to use equipment to make different products, such as compost and pressed flowers.

This evening I braved the rain to attend a teachers’ preview of Sydney’s Governor Lachlan Macquarie celebrations. Although I couldn’t get into the CBD early enough to see whatever is on display at the Hyde Park Barracks Museum, I did get to the quick tour of NSW Parliament House (many thanks Graham Spindler!) and the formal stuff at the State Library. A NSW DET representative demonstrated the Centre for Learning Innovation’s “Macquarie 2010” Notebook 10 materials for use with IWBs.

The displays look to be very stimulating and I liked how the State Library’s physical exhibit, “The Governor: Lachlan Macquarie 1810 to 1821″, is labelled with separate, colour-coded display cards for adults and school children. Well worth a visit, as are their online archives!

I had to smile on the way out: here’s the new motto of the State Library:

With the emptying and storage of our school’s library contents, I’ve only been able to hold back minimal thematic resources to cover us for the next seven months (or so?). Added to that is the fact that the library’s now-invaluable interactive whiteboard (IWB) is in storage, too, and only a few of the classrooms I visit have their own.

The Stage 3 students are studying Antarctica in HSIE (Human Society & Its Environment) and we’ve been keen to revisit an interactive website we found two years ago, but numerous TaLe and Google searches weren’t revealing the one we wanted. I know I had the URL on the C-drive of my library computer, but that is packed away too. The clickable pages, which were motivating enough on small computer screens, would have been very exciting as IWB learning objects.

The most popular page, last time, had been What (not) to wear, an opportunity to dress an Antarctic scientist in appropriate clothing for his unique working environment. I can’t wait to see how it looks on the classroom IWBs.

Last Friday was particularly frustrating. I’ve boasted here about my excitement and successes using Flickr slideshows, but on Friday it all came tumbling down by the NSW Department of Education & Training’s “Blocked site” firewall thingie, which insisted that my site represented non-permitted “file sharing”. I tried several computers before giving up and telling two poor students who’d been away for the previous sessions, “I’ll have to find you a book with the Sydney Harbour Bridge in it.”

The beauty of the slideshow was that my photo of the Sydney Harbour Bridge was (theoretically) on every monitor screen in the library, had my captions on it, plus room for the students’ new information, and was all totally copyright free! I set up the “slideshow” subsets from home, from my own Flickr account, so I could use it at school with groups of Stage 2 and Stage 3 students studying the Science and Technology unit, Buildings and Bridges, and the HSIE unit, Antarctica. The photos are copyright free (for our study purposes) because I created the bridges images myself, and the Antarctica shots are used with the permission of a teaching colleague’s brother, who actually went there. The whole raison d’etre was to avoid having to use my own username and password to let the students access Google images, which is normally blocked to student use by a Departmental firewall.

The slideshows – and the wonderful captioning feature – have worked perfectly for several weeks now, but not on Friday. However, after Stage 2’s lesson was over, I could still get into my general Flickr account and see all of the pics. Using the whole Flickr account is not desirable at all, because it opens up the whole account. Setting up the slideshow, and using only its unique URL, means that the students cannot view any photos outside my designated slideshow.

Doing a “Web filter check” via the NSW DET Portal this morning, my sites seemed to be designated as “Unblocked” for staff, so maybe the whole system was merely hating Fridays, too, last Friday? To make sure, I’ve submitted the slideshow’s unique URLs for wider unblocking. We’ll see what happens…

Meanwhile, I’ve also found a useful set of webpages via TaLe, called Infamous bridge disasters, the format of which might inspire our proposed wiki page about Sydney bridges, with researched captions written by the students. There is also Building big: all about bridges and West Point Bridge design contest. A wealth of online riches, especially useful when the library’s collection has only about four or five useful books on bridges and other structures – and they’ve been out on loan for several weeks now, even the two I was using to orientate students to the topic that first week.

Later the same day, I received two seemingly-unconnected emails, but both providing positive feedback on my recent Scan article (vol 27 no 1, February 2008, pp 7-9), in which mentioned how I’m beginning to embrace use Web 2.0. Neither person was having the same luck with wikis as I have had so far.

Our school library’s wiki pages are unblocked for staff (as far as I know, all PBwiki sites are), but so far my request for the students to view them (under their own usernames) has not been processed. (I just checked out the “Web filter check”, and its still only unblocked for staff, although I’ve requested unblocking for K-6 students as well.) The students use the wiki (with me and their class teachers) in the library under my close presence, but on a computer logged in under my username. We also have the URL listed on My library, the OASIS Web Enquiry facility, as discussed in Scan but, of course, going that route still meets with the text box requiring a username and password to be entered displaying the wiki pages.

However, at home the students and their parents know they can type in the URL (we promote it in the school newsletter) and see their work on their own computers. We haven’t given out the password for the wiki to the students, of course, so they can’t change anything unless I’m with them.

If a school is planning to have NSW DET students writing material on a school-created wiki, and to have them know the password for altering text, it opens up lots of problems. I guess that’s why the powers that be are overly-cautious. Perhaps we are meant to wait until NSW DET develops its own “safe” wiki facility?

Wikis permit students to communicate with each other in ways not too dissimilar to “chat” programs of several years ago. If a student wrote “School sux” (or worse) on the school wiki, they’d eventually be identifiable, but how do you prevent the incident from happening, or guaranteeing that no student would be exposed to inappropriate material?

One alternative would be to capture the HTML from blocked school wiki pages and upload them to the regular school website area. That won’t permit ease of interactivity, though, but school websites are not(?) blocked to students.

Blocked sites are a nuisance, but there are major problems for the NSW DET if it receives parental complaints when/if students stumble across inappropriate online material at school. But is it so different to a student hiding a pornographic magazine in their locker, a stray female breast in a newspaper clipping, a swear word in a novel in the school library, a tiny animated streaker running across a popular computer-based soccer game, or an underage student sneaking a puff on a cigarette behind the shelter shed?

I guess the problem is, how do you guarantee everything on wiki pages is always safe? You can’t, due to their inherent interactivity.

If anything, attempts at censorship at school always seems to shunt away opportunities for students to learn self-regulation. I’d much rather overhear one student telling another, “I decided not to play that game at school any more. It had guns in it”, and/or “Do you think the Kinders like hearing you use language like that?”, as were recently said in the library one lunchtime.

Speaking about wikis: unless your access is blocked by an annoyingly inconvenient firewall, check out the current NSW DET book rap, which has a fun wiki activity. The teachers and their classes are all at early points in their steep Web 2.0 learning curve, but surpassing all of my expectations, and even teaching me new skills.

It certainly snuck up on us… Former Prime Minister, John Howard, stubbornly resisted any attempt – for many, many years – for the nation to say “Sorry” to Australia’s Aboriginal population for the Stolen Generations. Actor John Howard (currrently appearing in television’s All Saints), did once say “Sorry” in the very funny TV mockumentary, The Games, but that one doesn’t count! However… in just a few more hours, our new Prime Minister, Kevin Rudd, will say “Sorry” – and a nation (and much of the world, thanks to the immediacy of the Internet) will down tools and listen. Then the next stages of Reconciliation might be able to proceed.

Australian schools have been encouraged to organise for students to witness the event live, which will no doubt cause a bit of a scramble in some schools. We do have Aboriginal and Torres Strait Islander flags on hand – and use them often – but my school doesn’t have a working TV antennae on the roof. Traditional broadcast options (at least, those in use since the first Moon Landing in 1969, I reckon) will be impossible for us. Taping the speech at a teacher’s home, then watching it all together the next day, just won’t cut it. (That might work for the average episode of BTN, but not this event.)

Therefore, the Principal, my library clerical and I did a tech dress rehearsal today, with: a laptop computer, recommended software, data projector, standard projector screen and the spare Internet hub (located in a sports storeroom within in the assembly hall). I’m glad we didn’t leave it until the morning of the apology; if the tech fails us, it will be a disaster perhaps equivalent to the communications breakdown that threatened Apollo 11‘s historic moonwalk in the Aussie motion picture, The Dish.

This significant day in Australia’s history will undoubtedly become one of those “Where you you when that happened?” events, and we’ve all crossed our fingers that the fickle finger of fate won’t bring down a tech disaster of epic proportions. (Although we’d been informed that schools could gain access to tomorrow’s live streaming, from Parliament House in Canberra, via the Internet, the Department’s intranet andTaLe, we couldn’t find a hyperlink which seemed to be awaiting The Big Day.)

I ended up doing a simple Google search (essentially, my total contribution to the rehearsal), to find the website for Parliament House (haven’t been there in ages!), and I was pleased to see a very obvious link, along the top of the frame, for Live Broadcasting. We bookmarked the site, and did our trial run on this afternoon’s Opening of Parliament 2008, and were able to identify exactly what needed to be done to maximise sound and picture quality. The “test pattern” gave us a moment of panic, but when the session finally started our trial run seemed to indicate that “doing our homework” would ensure success. The extended “test pattern” gave us a moment of panic but, when the session finally started, our trial run seemed to indicate that “doing our homework” would ensure success.

I hope the speech brings everyone the hope and acknowledgment that many have pinned to this long-awaited, historic gesture.